Research on the Differences of the Accepters in Leadingin Activities of English classroom.docx

Research on the Differences of the Accepters in Leadingin Activities of English classroom.docx

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ResearchontheDifferencesoftheAcceptersinLeadinginActivitiesofEnglishclassroom

Acknowledgement

ThispaperwascompletedinMay,2010.Foritsbeing,Ioweagreatdealofthankstomanypeople.

Firstly,IwouldliketodelicatemymostsinceregratitudetoGongMaoli.Mysupervisorwhosecarefulandinsightfulguidanceintheformworkshapingandpaprewriting,andwhosewordsofencouragementintimeofdifficulthavebeenofgreatworth.Therefore,Ioweameritinthisthesistoherandofcourse,forthemistake,Ibearthewholeresponsibility.

Secondly,Iwouldexpressmyheartfeltthankstomyheadteacher,DuanLifang,ProfessorWangjing,Gongshan,ChenLiyun,DengShumei,LiLifang,whoseenlightenedmymind,enrichmyknowledgeandenhancedmycompetence.Withouttheirinstruction,Icould’thaveachievedtoday’sprogress.ImustofferspecificthankstoGongMaoli,ChenLiyun,andGongShanwhohavegivenmepatiencewheneverIturntothem.

Thirdly,Ithankmyclassmatesforofferingtheiradvice.

Lastly,Ithankmyfamilymemberswhogavemetheirconstantencouragementandsupportinmyacademicterms.

Withoutallofthesepeople,Icouldnothavecompletedthisthesis.

摘要

这项研究将根据学生的实际情况即通过研究不同的性别，不同种族，不同地区，不同年龄，不同性格特点的学生及老师性格对学生学习英语情况的调查，试图找到最佳英语课堂教学导入策略，以便我们能够更有效的提高英语课堂教学效率。

问卷调查和面谈两种调查方法将被用于该研究中。

关键词：

导入策略；个体差异；英语课堂

Abstract

Englishteachingisanart.ThelinkinEnglishclassroom-teachingisanorganicwhole.Amongseveralteachinglinks,lead-inisoneofthemostimportantparts.Aflexibleandartfullead-incanstimulatestudents'learninginterestgreatly,andmakeagoodfoundationfortheprogressoftheotherteachinglinksTheaimofthisstudywilltrytofindoutthebestleading-instrategiesofEnglishteachingclassroomaccordingtothestudents’actualsituationbyresearchingdifferentgender,differentrace,differentarea,differentage,differentcharacteristic,andtheeffectofteachers’characteristicstostudent,sothatwecanimprovetheEnglishclassroomteachingeffectively.Questionnaireandinterviewwillbeusedinthisstudy.

Keywords:

leading-instrategy;accepters’differences;Englishclassroom

CONTENT

Acknowledgement………………………………………………………………..ⅰ

AbstractofChinese…............................................................................................ⅱ

AbstractofEnglish…………………………………………………….................ⅲ

1Introduction………………………………………………………………..…….1

2Literaturereview……………………………………………..………………….1

3Researchmethod……………………………………………………..………….4

3.1Theparticipantinthestudy……………………………………………………4

3.1.1Theresearch……………………………………………………………….5

3.1.2Thebackgroundoftheparticipant………………………………………...5

3.2Theinstrumentofstudy……………………………………………………….5

3.2.1Questionnaire……………………………………………………………...5

3.2.2Interview…………………………………………………………………..5

4Bodies……………………………………………………………………………..5

5Analysisanddiscussion……………………………………………….…............8

5.1Genderdifferenceinleading–instrategiesinEnglishclassroomteaching…...8

5.2Areadifferenceinleading–instrategiesinEnglishclassroomteaching……...8

5.3Racedifferenceinleading–instrategiesinEnglishclassroomteaching……..9

5.4Agedifferenceinleading–instrategiesinEnglishclassroomteaching………………………………………………………………………………10

5.5Characteristicdifferencesinleading–instrategiesinEnglishclassroomteaching………………………………………………………………………………10

5.6Teachers’affectstostudents……………………………………………...........11

6conclusion…………………………………………………………………...……11

Reference………………………………………………………………………….14

Appendixes………………………………………………………………………..15

ResearchontheDifferencesoftheAcceptersinLeading-inActivitiesofEnglishClassroom

1.Introduction

RuralschoolEnglishteachingqualityispoor,amainproblemispresent,theproblemisthatstudentswhoarefromruralareasarenotinterestedinlearningEnglish,theirmotivationisnothigh,andsomeofthemdonotevenwanttolearnEnglish,theyarefearoflearningEnglish,therearealotofpoorstudentswhosemarksarelow.TheseconditionshaveabadinfluencefortheruralschoolEnglishteaching.Whythis?

Therearesomeimportantreasonsforthisproblem.Firstandmostimportantreasonisthatteachingleasing-inmethodissingle;thestudents’learningenthusiasmisnothigh.Readtext,review,reciteanddictationarecommonlyusedinleading-inEnglishclass,sotheyseverelyaffectedtheimprovementofteachingquality.Inaddition,InEnglishteaching,thestudents’gender,race,age,gender,characteristicshouldbeconsideredandatthesametimetheteachers’gender,race,age,characteristiccanaffectthestudents’interestofstudyingEnglish;thesefactorsshouldn’tbeneglectinourteaching.

2.Literaturereview

Aboutthistopic,therearealotofstudies.Intermsofgender,early19thcentury,linguistsfoundthattherearesomedifferencesinsyntax,phonologybetweenthemenandwomen.Bystudying,theycameupwithmaledominancetheory,genderrolestheory,andsocializationtheory.difficultiesofEnglishlearningislargerthannativelanguagelearning,learnerswererequiredqualityofappropriateknowledge,includingperception,attention,memory,thinkingandimagination,itcanbesuccessfullyandefficientlycompletethelearningtask.WomenisbetterthanmaninEnglishlearningperception,attention,memory,thinkingabilityandimagination,othercomprehensiveunderstanding.Inthesenseofperception,thewomen’svoicetodistinguishthedifferenceissuperiortomanpower.Inmemory,womentendtomachinememory.

Intermsofthinking,thewomen’sabstractmindsarestrongerthanmanintheimagination,thewomenaregoodatspeaking,listening,reading,writing,translatingbyrebuilding,restructuring,improving,andprocessingappearance.Furthermore,InEnglishstudy,womenaremoreattentiveandstabberthanmenandtheirachievementareusuallyhigherthanmen.

Asforthedifferenceofleading-ininEnglishteachingbetweeninruralandurbanschools,thestudierWangpeiqiangthoughtthemainproblemwhichexistsinEnglishteachingleading-ininruralisthatwearingnewshoes,taketheoldroad.

Someteachersintheteachingprocessstillusethesameoldteachingmethods,ignoringthecentralpositionofstudents,classroomteachingboring,outdatedteachingmethods,andsingle.Someschoolsdonotpayattentiontotheteachingfacilities,teachingfacilitiesareshort;someteachersareintrouble,donotusetheavailabilityofteachingaids,orevenseriouslypreparinglessons,onlysimplylistenagain,readagain,andsayagain.Soheputforwardthatstudentsshouldbecentered;teacherisonlyagooddirectororsupporter,theteachershouldbeseriousstudyingclassmaterialsbeforeclassbeginning,anddesigningscientificandreasonablestrategy.Asfaraspossibledothis,ateachershouldbeallowedtotalk15minutes,teachershouldcontroltheteachingtimeaccordingtotheteachingcontent,assigningtasks,organizingstudentstoparticipatetheteachingactivity,sothatwecanfinishourteachingtaskwonderfully.Thenteachershoulduseflexibilityperformance.Forexample,theroleplay,itcancouragestudentsspeakingEnglishinthelimitedtime,givestudentsanopportunitytopresentthemselvesandexpressthemselvesandtrulyreflectthestudent-centered.Inaddition,healsosaidteachershouldupdateknowledgeconstantly.Sothatteacherscangetridofthefundamentalideasthatisthe"wearingnewshoes,taketheoldroad"teachingandadopttherealpathofa"wearingnewshoes,walkanewpath".

AsforthedifferenceofEnglishteachingleading-ininethnicminorities,thestudierfoundthatminoritystudentslearningEnglisharemoredifficultthanurbanstudents.Oneofthereason,itmaybethatminoritystudentslearnEnglishlate,unliketheurbanstudentswhoalreadyhavedevelopedseveralgenerationsofEnglishlearningexperience;inaddition,theirownlanguagealsohavenotgoodeffectonlearningEnglish.Lastbutnotleast,theteachers’teachingleading-inmethodissingle,livelyclassroomisnotenough,studentsarenotenthusiastic.SohesuggestsSchoolsshouldcarryoutavarietyofactivities,usingdifferentleading-instrategiessothathelpstudentstudierEnglisheasier.

Inforeignlanguagestudy,ageisafactorthatshouldnottobeignored.Variousassumptionsweremadebymanyinternationalwell-knownlinguistsbetweentheageandtherelationshipoflearning,someassumptionshavebeenprovedinpractice.ManyparentsearlystarttospendtimetoteachtheirchildrenEnglish,InordertohavetheirchildrenlearnEnglishfromtheearlyage.However,somepeoplethoughtthatagearenotthedeterminingfactorinlearningEnglish;learningEnglishlanguageenvironmentisthekey.

AccordingtoPenfield（1959）theory,thechild'sbraincaneasilylearn2-3languagesbeforetheageof9-12.Overthisage,thebraininlearninglanguagewillgraduallylose.Middleschoolstudentshavebeenabletolearnforeignlanguagesbecausetheirbrainhadpreparedforlanguagelearninginearlychildhood.Hefurtherpointedoutthatthedevelopmentofphysiologycanautomaticallylearnaforeignlanguageaftertheexposurealone.

Taylor（1974）gotthatadultsdoesn’tfallbehindthechildreninlearninglearnaforeignlanguage.Onthecontrary,theyarestronger,morematurethanthechildrenincognitiveability;theycaneasilycopewiththelanguageofabstraction.Adultslostonthesurface,becausetheyarelackthemotivationfactorofmotivation.

Elliscomeupwith2hypothesisaboutcharacterstendencyandEnglishstudying.OnethoughtthatextrovertedstudentsarebetterthanintrovertedstudentsinBasicinterpersonalcommunicativeskills.thereasonisthatextro